Integration of E-Learning 2.0 with Web 2.0

A review of studies that have examined the integration of Web 2.0 tools into E-Learning 2.0 within built environment educational programs is undertaken. An analysis of studies undertaken reveals five core themes can be derived: (1) students using Web 2.0 demonstrate the capability for effective learning; (2) Skills learned via Web 2.0 can be transferred to the work and untrained tasks; (3) limited research has compared learning in conventional E-Learning and Web 2.0 environments; (4) E-Learning 2.0 enables social learning process to take place, and (5) the shift from eLearning 1.0 (Web 1.0 based) to E-Learning 2.0 (Web 2.0 based) requires not only a technological shift, but also a fundamental shift in the way knowledge is socially constructed and shared. Future issues and challenges are identified in order to ameliorate the integration of the E-Learning 2.0 experience with Web 2.0 tools

A Prototype that Fuses Virtual Reality, Robots, and Social Networks to Create a New Cyber–Physical–Social Eco-Society System for Cultural Heritage

With the rapid development of technology and the increasing use of social networks, many opportunities for the design and deployment of interconnected systems arise that could enable a paradigm shift in the ways we interact with cultural heritage. The project described in this paper aims to create a new type of conceptually led environment, a kind of Cyber−Physical−Social Eco-Society (CPSeS) system that would seamlessly blend the real with virtual worlds interactively using Virtual Reality, Robots, and Social Networking technologies, engendered by humans’ interactions and intentions. The project seeks to develop new methods of engaging the current generation of museum visitors, who are influenced by their exposure to modern technology such as social media, smart phones, Internet of Things, smart devices, and visual games, by providing a unique experience of exploring and interacting with real and virtual worlds simultaneously. The research envisions a system that connects visitors to events and/or objects separated either in time or in space, or both, providing social meeting points between them. To demonstrate the attributes of the proposed system, a Virtual Museum scenario has been chosen. The following pages will describe the RoboSHU: Virtual Museum prototype, its capabilities and features, and present a generic development framework that will also be applicable to other contexts and sociospatial domains

Reimagining innovation for remote, distributed teams with collaborative virtual reality

Non peer reviewe

Architectures for developing multiuser, immersive learning scenarios

Nadolski, R. J., Hummel, H. G. K., Slootmaker, A., & Van der Vegt, W. (2012). Architectures for developing multiuser, immersive learning scenarios. Simulation & Gaming, 43(6), 825-852.Multi-user immersive learning scenarios hold strong potential for life long learning as they can support the acquisition of higher order skills in an effective, efficient and attractive way. Existing virtual worlds, game development platforms, and game engines only partly cater for the proliferation of such learning scenarios as they are often inadequately tuned for learning. First, this study aims to identify architectures that more effectively support the development of multi-user immersive learning scenarios. Second, this study takes up the challenge to define and assemble more flexible architectures that cater for fast and easy development, which will become important in the current period of economic breakdown. Third, this study describes how such architectures should enable research into guidelines for multi-user immersive learning scenario design and development. This study outlines a method for defining and setting up such architectures by using experts and existing literature

Game engines selection framework for high-fidelity serious applications

Serious games represent the state-of-the-art in the convergence of electronic gaming technologies with instructional design principles and pedagogies. Despite the value of high-fidelity content in engaging learners and providing realistic training environments, building games which deliver high levels of visual and functional realism is a complex, time consuming and expensive process. Therefore, commercial game engines, which provide a development environment and resources to more rapidly create high-fidelity virtual worlds, are increasingly used for serious as well as for entertainment applications. Towards this intention, the authors propose a new framework for the selection of game engines for serious applications and sets out five elements for analysis of engines in order to create a benchmarking approach to the validation of game engine selection. Selection criteria for game engines and the choice of platform for Serious Games are substantially different from entertainment games, as Serious Games have very different objectives, emphases and technical requirements. In particular, the convergence of training simulators with serious games, made possible by increasing hardware rendering capacity is enabling the creation of high-fidelity serious games, which challenge existing instructional approaches. This paper overviews several game engines that are suitable for high-fidelity serious games, using the proposed framework

Experiential Learning in Virtual Worlds – A Case Study for Entrepreneurial Training

Virtual worlds offer new possibilities for computer-mediated communication and cooperation because of their threedimensional (3D)-environment, which supports immersive feelings, and because of enhanced interactive techniques. Furthermore, interfaces exist to directly connect virtual worlds with other technologies such as social software, for example wikis, blogs, social networks, and traditional e-learning tools, such as Moodle. From a didactical perspective, these characteristics greatly support innovative distance learning arrangements and are particularly suitable for transferring and gaining experiential knowledge. This paper presents a theory-based framework for the construction of learning arrangements with and in virtual worlds to impart particularly experiential learning. In order to validate the suggestions of the framework and hence, the effectiveness of virtual worlds for e-learning purposes, an e-learning concept is derived from the framework and a prototype of an experiential learning environment is set up on the basis of Second Life (SL). The learning arrangement was validated by two independent groups of students which completed the program. The evaluated satisfaction and perceived usefulness of the learning arrangement are shown and discussed in this paper

Use of Theory to Guide Integration of Virtual Reality Technology in Nursing Education: A Scoping Study

Background: There is growing interest among academic nurse educators in using virtual reality (VR) environments as a pedagogical tool to enhance student learning. Purpose: The aim of this scoping study was to identify the theories or conceptual models that informed the application of virtual reality technology in nursing education programs. Methods: A scoping study using the Arksey and O\u27Malley (2005) framework was conducted. A search strategy recommended and executed by a research librarian yielded 18 final articles for review. Findings: There is limited use of theory or a conceptual model, particularly of nursing origin, to guide the integration of VR technology for student learning. Discussion: More research is needed to define best practices for application of VR technology for specific curricular needs, and for theory development based on specific concepts and disciplinary perspectives of learning